Abstract
This study explores students' responses to social comparisons made within and between gender groups about perceptions of their own achievement. The social comparisons were made explicit, in this case, compared with most boys and with most girls in the class. Students rated their perceptions of performance and effort in contrasting subject domains of mathematics and English. The results were consistent with traditional gender stereotypes in an interaction between the comparison group and gender, but only for English. In comparison with the opposite sex, females rated their English performance higher and males rated their performance lower, with corresponding opposite effects for effort. At least for English, gendered social comparison is one way traditional gender stereotypes are reflected in students' perceptions of their own achievement.